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Effects of course experiences on self-efficacy in teaching math: a case study of preservice elementary teachers

EFFECTS OF COURSE EXPERENCES ON SELF-EFFICACY IN TEACHING MATH: A CASE STUDY OF PRESERVICE ELEMENTARY TEACHERS
by
Michele A. Ogden
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Michele A. Ogden

Elementary students’ math achievement in the United States is mediocre in comparison to that of students in other countries. Students in California perform below the national average on standardized tests. Reform efforts in mathematics education aim at proficiency in fact fluency, procedural knowledge, conceptual knowledge, and application of skills in problem solving. Teacher education programs have the responsibility of aligning goals of reform efforts and preservice teacher beliefs to current reforms in mathematics and preparing them to teach mathematics to students in grades K-6. This dissertation studies preservice teachers’ perceptions of self-efficacy in teaching math procedurally and conceptually. Participants were students at the University of Southern California enrolled in EDUC 566 – Pedagogy A, K-6 Mathematics and Science Teaching from a Sociocultural Perspective during the spring 2011 semester. A mixed-methods design was implemented. Instruments included pre- and post-condition surveys and two written reflection tasks. Despite reports of learning math through procedural methods in childhood, the course successfully increased preservice teachers’ self-efficacy to teach procedural and conceptual math in elementary classrooms. Sixteen percent more preservice teachers preferred teaching math procedurally than conceptually and 50% more preferred teaching math in a K-2 classroom than in a 3-6 classroom. Preservice teachers found watching Integrating Mathematics and Pedagogy (IMAP) videos and using Mediated Learning Experiences to be most valued in preparation to teach conceptual math. All participants felt more prepared to teach math and expressed a value and responsibility for teaching conceptual math.

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EFFECTS OF COURSE EXPERENCES ON SELF-EFFICACY IN TEACHING MATH: A CASE STUDY OF PRESERVICE ELEMENTARY TEACHERS
by
Michele A. Ogden
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Michele A. Ogden